A series of four lesson plans for key stage 4 with a specific focus on addressing extremism and radicalisation of all kinds,
From the PSHE Association, commissioned by Medway Public Health Directorate.
Schools can build pupils’ resilience to extremism and radicalisation by supporting inclusion and a sense of belonging in the community and by providing a safe environment for debating emotive issues. As part of this whole school approach, PSHE education lessons can develop knowledge and understanding of the factors that lead to extremism, and skills such as critically evaluating the media and the messages of charismatic speakers and groups, as well as developing attributes such as resilience, empathy and respect for others. These lessons are not designed to be taught in isolation, but should always form part of a planned, developmental PSHE education programme. Furthermore, Medway Public Health Directorate has given permission for these lesson resources to be available to all schools.
Each lesson plan is accompanied by a PowerPoint and relevant resources. You can use the ‘Download all files’ link in the side bar to download a folder containing all of the documents.
Click on the link to download the files: Addressing Extremism and Radicalisation Lesson Plans
This guidance from the National Institute for Health and Care Excellence (NICE) covers recognising and responding to abuse and neglect in children and young people aged under 18. It covers physical, sexual and emotional abuse, and neglect.
The guideline aims to help anyone whose work brings them into contact with children and young people to spot signs of abuse and neglect and to know how to respond. It also supports practitioners who carry out assessments and provide early help and interventions to children, young people, parents and carers.
Click on the link to download this guidance document: Child Abuse and Neglect
This free downloadable resource from British Heart Foundation has just been awarded the PSHE Association Quality Mark.
It includes: lesson plans and materials for schools, to accompany a DVD and online video resources and is launched to coincide with European Restart a Heart Day. Together with the Call Push Rescue training equipment, these resources provide everything needed to learn the important life-saving skill of cardiopulmonary resuscitation (CPR).
Who is it for: The lesson pack is designed for delivery from key stage 3 upwards and can be used with the ‘Call Push Rescue’ training equipment, which is also free to eligible secondary schools. Alongside guidance on promoting best practice PSHE education delivery, lesson plans and resources are provided to accommodate either one or two sessions, designed to ensure young people are trained in this life-saving skill.
PSHE education is the ideal context for learning first aid and CPR as it provides opportunities to develop practical knowledge alongside the skills and attributes necessary to put such knowledge into practice in a real life emergency – for example through development of self-confidence and empathy, and learning to identify and manage risk. As part of the ‘Every Child A Lifesaver’ coalition, the British Heart Foundation supports the inclusion of first aid and CPR training as a component of statutory PSHE education.
To mark World Suicide Prevention Day, PAPYRUS is launching a year-long campaign to Save The #ClassOf2018.
Over 200 schoolchildren are lost to suicide every year in the UK.
PAPYRUS has developed a new suicide prevention guide for teachers and school staff, ‘Building suicide-safer schools and colleges’. It aims to equip teachers and staff with the skills and knowledge necessary to support schoolchildren who may be having suicidal thoughts. It is free to download on the PAPYRUS website
Find out more about the campaign – and how you can get involved – at www.papyrus-uk.org/about/our-campaigns/save-the-class-of-2018
University of Bristol has carried out research that looks at what makes sex and relationship education effective and acceptable to young people.
Their new policy briefing summarises the evidence found on best practice in sex and relationship education. They are very keen to disseminate their findings, particularly since SRE is soon to become statutory.
Key Findings include:
- School-based sex and relationship education (SRE) remains an important source of information about sex for young people and is associated with positive reported sexual health outcomes.
- School-based or school-linked sexual health services can be effective at improving sexual health outcomes. Professionals such as SRE commissioners and campaigners consider that teachers should be involved in delivering SRE. However, many young people report that teachers are often embarrassed, judgemental and unable to discuss sex frankly, frequently commenting that having SRE delivered by familiar teachers is ‘awkward’ and can blur boundaries between students and teachers.
- Our case studies show that key SRE messages can become lost when interpreted by teachers. Young people enjoy being taught by sexual health professionals and peer educators who are separate from the school.
- Good class control is considered essential by pupils for creating safety in SRE lessons. Some young women and girls express a preference for single-sex classes.
- In terms of content, young people want to discuss a range of sexual activity, not just heterosexual intercourse. They also want to discuss relationships, including same sex relationships and for SRE to reflect LGBT issues and challenge gender stereotypes.
To read their report click on the link: http://www.bristol.ac.uk/media-library/sites/policybristol/documents/PolicyBristol_Report_July_2017_Sex_Relationship_Education.pdf
Or visit their website: http://www.bristol.ac.uk/policybristol/policy-briefings/sex-education/
New research exposes serious equity issues in London: the capital’s most deprived children attend schools most affected by poor air quality, yet are likely to contribute least to traffic pollution at schools.
The report from Aether and commissioned by the FIA Foundation shows, for the first time, the combination of health factors facing children in the most polluted London schools, including social deprivation, obesity and lower levels of activity – a combination which is putting them at risk of major life-long health issues. London’s Polluted Schools: the Social Context, calls for an integrated approach to policy development, acting on air quality alongside the broader social issues which impact children’s wellbeing.
One in five of London’s state schools is in an area of poor air quality. Children are more vulnerable to the health effects of air pollution than adults. The report exposes the compounding of the health effects of air pollution and obesity that are more likely to affect children from the most polluted schools in socially deprived areas. Children at these schools are more likely to walk there and less likely to use a car; they contribute the least to the poor air which they have to breath. Where these serious social justice and environmental issues intersect, it is children who are most at risk.
Key findings include:
- Over 85% of the schools which are most affected by poor air quality have pupils from catchments which are more deprived than the London average.
- 87% of secondary schools most affected by poor air quality had levels of obesity and excess weight which were greater than the London average for all schools.
- 86% of primary schools affected by poor air quality have catchment areas with lower than the London average for car ownership.
- Children at the schools with poorest air quality were found to be walking to school more than the London average.
The report also highlights the positive benefits of physical activity, such as walking and cycling to school; raises questions over the barriers to the long-term take-up of cycling; and calls for the use of Mayor of London’s school air quality audits to ensure that lower pollution routes to school are identified where possible. It also points to the urgent need for better data in all of the areas covered.
Click on the link to read the report: